| Abstract | Do pojave globalne obrazovne politike došlo je u posljednjih nekoliko desetljeća, a riječ je o fenomenu koji, pod utjecajem globalizacijskih mehanizama, obuhvaća obilježja obrazovnih reformi prisutnih na globalnoj razini. Kako se javljaju jednaki obrazovni trendovi diljem svijeta, globalna obrazovna politika ih opisuje, definira i nastoji ustanoviti tko sve stoji iza njihove diseminacije. Budući da je uslijed globalizacije došlo do stvaranja transnacionalnog obrazovnog prostora, uz vlade su se pojavili i novi akteri čiji su utjecaji na obrazovnu politiku s vremenom postajali sve snažniji. Najistaknutijima se smatraju međunarodne organizacije koje različitim mehanizmima utječu na vlade mnogih zemalja, što, između ostalog, mogu zahvaliti globalizaciji i globalnom statusu prestiža. Štoviše, često su taj status zaradile na temelju vlastitih aktivnosti koje su stekle globalnu popularnost, a kao primjeri se navode PISA istraživanje i ciljevi Obrazovanja za sve. Budući da su stekle moć kreiranja, diseminiranja i implementiranja reformi u nacionalne obrazovne sustave, to im je isto tako omogućilo promicanje vlastitih tzv. agenda koje karakterizira jedna zajednička točka, a to je neoliberalna doktrina. Pojava neoliberalizma uslijed svjetske ekonomske stagnacije 70-ih godina prošlog stoljeća rezultirala je prisutnošću tržišnih rješenja s naglaskom na učinkovitost, konkurenciju i slobodu izbora, što se, zahvaljujući globalizaciji, trajno ukorijenilo u obrazovne sustave gotovo svih zemalja. Pojave poput decentralizacije, privatizacije, novog javnog menadžmenta, novog profesionalizma i javno-privatnih partnerstva postale su temelj za stvaranje novih globalnih obrazovnih trendova, a uključenost privatnog sektora i redefinirana uloga vlade u pružanju i financiranju obrazovnih usluga smatra se svojevrsnim imperativom kad je riječ o neoliberalnim utjecajima na obrazovanje. Kod javno-privatnih partnerstva, koja objedinjuju gotovo sva neoliberalna obilježja i pojave u jednom, javljaju se konkretni primjeri na temelju kojih se može vidjeti kako se sve neoliberalizam manifestira u obrazovanju. Neki od njih su vaučeri, čarter škole, gradske akademije, programi usvajanja škole i ostale filantropske inicijative. |
| Abstract (english) | In the last couple of decades, global education policy has emerged. It is a phenomenon which, under the influence of globalization mechanisms, encompasses all the features of globally present educational reforms. As equal trends in education have arisen all over the world, the task of global education policy is to describe them, define them, as well as try to determine who stands behind their dissemination. As globalization resulted in the formation of the transnational educational area, new actors have emerged as well, whose influence on education policy has become more powerful over time. The most notable ones are international organizations who affect governments of many countries by enforcing various mechanisms, which, among other, is thanks to globalization and their global prestige status. In fact, they often earned that status because of their own activities having acquired global popularity, examples being PISA research and Education for All Movement. Because they gained the power to create, disseminate and implement educational reforms into national education systems, it also allowed them to promote their own so-called agendas, characterized by one common point – the neoliberal doctrine. The emergence of neoliberalism, as an outcome of the world's economic stagnation during the 70's of the previous century, has resulted in the presence of free market solutions, with an emphasis on efficiency, competition and freedom of choice, which, thanks to globalization, have permanently rooted in the educational systems of almost all countries. Phenomena such as decentralization, privatization, new public management, new professionalism, and public-private partnerships have become the basis for creation of new global trends in education, while involvement of the private sector and redefined role of government in providing and financing educational services are considered to be a sort of imperative when it comes to the neoliberal influence on education. In public-private partnerships, which combine almost all neoliberal features in one, there are specific examples based on which can be seen how neoliberalism manifests itself in education. Some of these are vouchers, charter schools, city academies, adopt-a-school programs, and other philanthropic initiatives. |
